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What Are the Key Components of Dropout Prevention Programs?

Dropout prevention research shows that most programs use more than one type of intervention (family outreach, academic tutoring, personalization and vocational training, for example). While there is no one right way to intervene, research has identified several key components to intervention success.

Programs that have been designed to prevent dropout vary widely. Based on an integrative review of effective interventions designed to address dropout (and associated variables) described in the professional literature, Lehr et al. (2003) found that most of these interventions could be categorized according to the following types.

Family outreach (e.g., strategies that include increased feedback to parents or home visits);

School structure (e.g., implementation of school within a school, re-definition of the role of the homeroom teacher, reducing class size, creation of an alternative school); and

Work related (e.g., vocational training, participation in volunteer or service programs).

The majority of the interventions (71%) included a personal/affective focus. Nearly half (49%) included an academic focus. Most of the intervention programs (73%) included more than one type of intervention. These findings and other research suggest that preventing dropout can be achieved in a variety of ways. Given the vast array of program types, it becomes clear that there is not one right way to intervene. Rather than searching for the perfect program, identification of components that facilitate the effectiveness of interventions may prove to be a more valuable endeavor. Identification of these key components may help to guide the development of interventions, improve the likelihood of successful implementation, and serve as a useful framework for evaluating outcomes.

Researchers note that several components appear to be key to intervention success. Lists of critical components have been generated based on experience, literature syntheses, descriptive retrospective analyses of program implementation, and data-based approaches. However, these components require continued research and systematic implementation to determine the extent to which empirical data accumulates supporting them as essential intervention components (Dynarski, 2001; Lehr et al., 2003). Below you will find the key components from several highly regarded sources and shows a significant amount of overlap. The extent to which interventions include these components in their design should be carefully considered.

Key components of interventions designed to decrease dropouts/increase school completion

Dynarski (2001)

The following are based on findings from an evaluation of 20 programs funded by the School Dropout Demonstration Assistance Program:

Creating a caring and supportive environment (e.g., use of adult mentors, expanding role of homeroom teachers, organizing extracurricular activities);

Communicating the relevance of education to future endeavors (e.g., offering vocational and career counseling, flexible scheduling, and work-study programs); and

Helping students with personal problems (e.g., on-site health care, availability of individual and group counseling).

Schargel & Smink (2001)

Based on a body of work and program database generated by the National Dropout Prevention Center.

Early intervention includes comprehensive family involvement, early childhood education, and strong reading and writing programs.

Basic core strategies promote opportunities for the student to form bonding relationships and include mentoring/tutoring, service learning, alternative schooling, and out-of-school enhancement programs.

Making the most of instruction includes providing opportunities for professional development, exploring diverse learning styles, using technology to deliver instruction, and providing individualized learning.

Making the most of wider communities includes linking with the wider community through systemic renewal, community collaboration, career education and school-to-work programs, and conflict resolution and violence prevention programs to enhance effective interpersonal skills.

Thurlow, Christenson, Sinclair, Evelo, & Thornton (1995)

Based on identification of key components across three interventions designed to increase engagement and school completion for middle school youth with learning and emotional/behavioral disabilities funded by the Office of Special Education Programs.

Persistence plus (persistence in maintaining a focus on student educational progress and engagement with school; continuity in recognizing and attending to student needs across years via a person connected with the student; consistency in delivery of a message across adults—do the work, attend classes, be on time, express frustration in a constructive manner, stay in school);